[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582378-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-582378-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","development-and-assessment-of-student-creativity-occasional-paper-no-33-engaged-learning","DEVELOPMENT AND ASSESSMENT OF STUDENT CREATIVITY - Occasional Paper No. 33 - Engaged Learning","","The paper examines how student creativity can be developed through educational opportunities and curricular design, emphasizing creativity as a fundamental human trait that grows through structured experience. It reviews major conceptions of creativity, including novelty and appropriateness, and relates these ideas to models such as the Four P’s. It further outlines approaches for fostering creativity across disciplines and discusses how to assess creativity effectively by selecting appropriate measures.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/development-and-assessment-of-student-creativity-occasional-paper-no-33-engaged-learning/582378/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/development-and-assessment-of-student-creativity-occasional-paper-no-33-engaged-learning/582378.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the TLTC learning goal define creativity in education?","Question",{"text":63,"@type":64},"The TLTC learning goal, Creativity, focuses on developing educational opportunities that foster students’ creative processes and capacities to create new works and ideas.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What characteristics are used to define creativity in the paper?",{"text":68,"@type":64},"Creativity is defined as the production of ideas, processes, or objects that are simultaneously novel and appropriate, with novelty not requiring the product to be new to the world.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is assessing creativity described as requiring careful measurement choices?",{"text":72,"@type":64},"The paper ends with a discussion of how to assess creativity, emphasizing the importance of choosing appropriate measures to capture creativity effectively.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582378,1792210769,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DEVELOPMENT AND ASSESSMENT OF STUDENT CREATIVITY  \nSamantha K. Hallman  \nMary C. Wright  \nAmy J. Conger  \nUniversity of Michigan (U-M) students from the Program in American Culture and the Stamps School of Art and Design start work on what will become an exhibit about the history of Latina migrants to Michigan. Based on oral histories they have conducted and documents they have collected, the exhibit will be installed at the Boulevard House, a new community center in Detroit.1  \nEntering U-M students participate in a summer leadership program that prepares them to engage in collaborative projects to develop and implement creative ideas for campus and community change.2  \nU-M students from a variety of disciplines participate in a course that requires them to brainstorm ideas and design an approach to improving higher education, such as development of a student-alumni mentoring program or an app that connects students with similar research or social interests.3  \nAll of these examples represent curricular projects at the University of Michigan that seek to promote students’ creative thinking.  \nIntroduction  \nThe TLTC learning goal, Creativity, focuses on developing educational opportunities to foster students’ creative processes and capacities to create new works and ideas. This goal also seeks to promote an understanding that creativity is not a rare gift to the few, but a fundamental human trait that can be developed and expanded. This paper begins with areview of the various ways in which creativity has been conceptualized and a discussion of the importance of  \n1 Hannah Smotrich and Maria Cotera,“Community Stories.” TLTC grant, funded 2013.  \n2 Jason Owen-Smith,“Barger Leadership Bridge Institute.” TLTC grant, funded 2014.  \n3 Course offered by Joanna Millunchick and Mika LaVaque-Manty,“Education by Design: Campus of the Future.”  \nSamantha K. Hallman is a TLTC Postdoctoral Research Associate at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. She has a Ph.D. in Social Work and Psychology. Mary C. Wright is Director of Assessment and an Associate Research Scientist at CRLT. She has a Ph.D. in Sociology. Amy J. Conger is the Assistant Vice Provost for Global and Engaged Education. She has a Ph.D. from the Center for the Study of Higher and Postsecondary Education.  \nEngaged Learning:  \nTransforming Learning for a Third Century  \nNo. 2  \nCenter for Research on Learning and Teaching  \nOccasional Paper No. 33  \ncreativity. It then goes on to briefly summarize different approaches to fostering creativity among students and ends with a discussion on how to assess creativity, with an emphasis on choosing appropriate measures.  \nWhat Is Creativity?  \nCreativity is complex and multidimensional and has been defined in varied ways by different researchers. Among scholars of creativity, some define it in fairly simplistic terms, such as “creating something new” (Vygotsky, 1978), whereas others give more elaborate definitions that identify multiple phases in the process, such as “being sensitive to problems, searching for solutions, testing hypotheses and disseminating results” (Torrance, 1966). More recently, several scholars appear tobe converging on agreement that creativity is best defined as the production of ideas, processes or objects that are simultaneously novel (unique, original, atypical, cutting-edge) and appropriate (relevant, useful, applicable, fitting, effective) (Amabile,1983;Kleiman,2008;Mumford,2003; Plucker, Beghetto, & Dow; 2004; Runco, 2004; Runco & Jaeger, 2012; Sternberg & Kaufman, 2010; Sternberg & Lubart, 1999; see also Gruber & Wallace, 1999; Lumsden, 1999; Martindale, 1999; Mumford & Gustafson, 1988; Unsworth, 2001). Importantly,“novelty”does not mean that the product must be“newtothe world”(El-Murad & West, 2004, p. 190), as creativity often involves the combination of two or more previously identified products or ideas in new ways. Likewise,“appropriateness” can be ref","cbCainymAWPSfY3Z","https://ap.wps.com/l/cbCainymAWPSfY3Z","pdf",1490489,12,"English","# Introduction\n## What Is Creativity?\n## Engaged Learning: Transforming Learning for a Third Century","[{\"question\":\"How does the TLTC learning goal define creativity in education?\",\"answer\":\"The TLTC learning goal, Creativity, focuses on developing educational opportunities that foster students’ creative processes and capacities to create new works and ideas.\"},{\"question\":\"What characteristics are used to define creativity in the paper?\",\"answer\":\"Creativity is defined as the production of ideas, processes, or objects that are simultaneously novel and appropriate, with novelty not requiring the product to be new to the world.\"},{\"question\":\"Why is assessing creativity described as requiring careful measurement choices?\",\"answer\":\"The paper ends with a discussion of how to assess creativity, emphasizing the importance of choosing appropriate measures to capture creativity effectively.\"}]","DEVELOPMENT AND ASSESSMENT OF STUDENT CREATIVITY - Occasional Paper No. 33 - Engaged Learning | PDF",1792043163]